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The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms

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Title: The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
Language: English
Authors: Raley, Sheida K. (ORCID 0000-0001-8422-1916), Shogren, Karrie A., Rifenbark, Graham G., Lane, Kathleen Lynne (ORCID 0000-0001-6364-838X), Pace, Jesse R.
Source: Remedial and Special Education. Dec 2021 42(6):363-373.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170008
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Grade 9
Junior High Schools
Middle Schools
Descriptors: Students with Disabilities, Self Determination, Inclusion, Program Effectiveness, Educational Practices, High School Students, High School Teachers, Grade 9, Models
DOI: 10.1177/0741932520984842
ISSN: 0741-9325
1538-4756
Abstract: Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the "Self-Determined Learning Model of Instruction" (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: EJ1317874
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Raley%2C+Sheida+K%2E%22">Raley, Sheida K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shogren%2C+Karrie+A%2E%22">Shogren, Karrie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Rifenbark%2C+Graham+G%2E%22">Rifenbark, Graham G.</searchLink><br /><searchLink fieldCode="AR" term="%22Lane%2C+Kathleen+Lynne%22">Lane, Kathleen Lynne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6364-838X">0000-0001-6364-838X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pace%2C+Jesse+R%2E%22">Pace, Jesse R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. Dec 2021 42(6):363-373.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 11
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  Data: 2021
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  Data: Institute of Education Sciences (ED)
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  Data: R324A170008
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/0741932520984842
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the "Self-Determined Learning Model of Instruction" (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.
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  Label: Abstractor
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
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  Label: Accession Number
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  Data: EJ1317874
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Inclusion
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      – SubjectFull: Grade 9
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      – SubjectFull: Models
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      – TitleFull: The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
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